This chapter considers next steps of young adults with disabilities after initial education--for those who complete high school and those leaving high school early.

This chapter describes evidence-based predictors and practices of postschool success for students with disabilities. Examples for implementation and implications for adult education practitioners as they design instruction and programming for individuals with disabilities are provided.

This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED®) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter-spaces (Yosso, Ceja, Smith, & Solorzano, [Yosso, T., 2009]) of spatial justice in opposition to…

This article describes how two African American young adults engage in learning and activism in their Harlem community through employment of art forms. Observations on the reversal of learning--from adults to young people in classrooms and young people to adults in the community--are critiqued.